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Importance of the play method in the acquisition of finomotor skills
Full text linkThe purpose of this degree paper is to determine and compare to what extent does the execution of the game or track method affect the acquisition of fine motor and gross motor skills in preschool children.
First, we presented the theoretical basis that helped us to extract the research problem. The research included 20 children attending Vič kindergartens, Hiša pri ladji unit. We included the same amounf of boys and girls, 10 from each group aged between 4 and 5 years. One group represented the control group and the other the experimental group. First, we tested the children for fine motor and gross motor skills. The level of gross motor skills were evaluated with children jumping and crawling, while the level of fine motor skills were evaluated by sample repetition tests and by sticking a needle through a specific point on a paper. Each child could receive 1-3 points. 1 meaning the lowest and 3 points the highest grade. Sample repetition tests could get the children 1-10 points. Then, we put together a 6-week preparation to execute the game and track method. We carried out the game method with the experimental group and the track method with the control group. The execution of the track method took place weekly, Wednesdays at 11 a.m. As for the game method we discussed on the date of the performance every week. After the six weeks program we carried out one final testing for both the control and experimental group with the same teste for gross motor and fine motor skills. Then we determined how the two groups differed at the beginning and at the end and the progress of each indvidual child rather than the state between each of the group. We entered the data into Microsoft Excel. The analysis showed greater progress from children in the experimental group. We found out that the use of the game method affects the development of fine motor and gross motor skills
Promoting hygiene in the preschool child
Full text linkIn my dissertation, I researched how incentives affect the hygienic condition in a kindergarten. In the theoretical part, I wrote about the history of hygiene, that is, from the first attempts of a soap to the first guidelines for hand washing. I focused on hand hygiene, when and how to wash our hands, and on hand disinfection. I also summarized some research in which there were examples of activities that we can do in kindergarten. I also wrote about the hygiene of sneezing/coughing and wiping a nose, and there I also mentioned some activities for wiping a nose and learning to blow a nose. Finally, I write about the hygiene in indoor areas.
Empirical part involved 34 pre-school teachers and 18 children from the age group 2—4 years. Pre-school teachers participated in an anonymous survey questionnaire containing 17 closed, open and combined questions. The children participated in the activity; before and after the activity, I observed the children washing their hands, sneezing/coughing and wiping their noses, and entered the data in observation sheets. Research has shown that pre-school teachers support hand washing, proper sneezing/coughing and wiping the nose. It is important for them to wash their hands before lunch, after use or. assistance in toilets and after arrival from outside premises. They also find it important to throw the handkerchief in the bin after use. However, they do not find it so important to wash their hands every time they sneeze/cough. Pre-school teachers plan activities from various fields that promote hygiene. They allow children to be independent in taking care of their hygiene, but pre-school teachers are still checking how well the children are doing. Pre-school teachers often remind children to wash their hands, but children, depending on their age, are in the minority or in most cases independent in taking care of hygiene. The motivation for learning hygiene was provided by a puppet, which the children were enthusiastic about and expressed great interest in the content. With just one day of activity, I noticed great advances in child hygiene, both in theory and in practice. The results showed that hand hygiene, sneezing/coughing and wiping the nose increased after the performed activity
Landscape motif as a basis for solving painting problems of contrast, colour quality, colour consistency and colouristic painting
Full text linkThe Master's degree work explores how the motif of a landscape can be used for the resolution of the painting problems of colour-quality contrast, the match/harmony of colours, and the colourist painting. I strive to define each of these concepts and analyse their presence in the works of three different painters.
In the theoretical part, I first connect the motive of landscape and the depiction of space because these two concepts are directly interconnected. Next, I dedicate a chapter to colour in painting, which is the primary means of expression with the problems of painting. Furthermore, I define the discussed painting problems and describe their fundamental properties. When discussing the colour-quality contrast, the saturation of shades of colour is addressed. The concept of colour harmony includes colour combinations that trigger the feelings of equilibrium. Colorism is a method of painting that uses colour as the primary means of expression and a fine arts concept.
Besides the definition of the discussed problems and the description of their fundamental properties, the theoretical part additionally explores how renowned fine artists solved the examined problems. The first discussed fine arts problem is the colour quality contrast, for which I try to determine how it reflects in the works of a painter Paul Klee. The second problem is the harmony of colour, and the artist, who occupied himself with it, is Zoran Didek. The final discussed problem is colourist painting, and the artist, who used it as a method, is Rihard Jakopič. Using the Muhovič 2019 method, I conduct the formal fine arts analysis of one landscape-themed work of art per artist.
In the practical part of the degree work, I analyse my own painting practice, which I used as an opportunity to solve the discussed painting problems. In the fine-arts didactic part, I present the research conducted in a primary school. It included the students of the seventh and ninth grades, who tried to solve the discussed painting problems using a landscape motif during three different activities
Promoting speech-language development through additional professional support in the preschool years
Full text linkDiploma thesis defines speech and language development and its deviations in preschool age, it also emphasises the significance of the factors that have an impact on the development of speech and language. Thesis also describes the importance of early detection of deviations in the speech and language development. The key starting points are the characteristics of individual speech and language impairments and deviations and the stage of speech and language development, that enables following of the development. The diploma thesis also defines the meaning of early intervention of children with speech and language disorders and deficits, it also describes the role and implementation of additional professional assistance in preschool age. The main purpose of the empirical part of the thesis is how the employees for additional professional assistance of the kindergarten Jelka based on multidisciplinary team, which defines the problems of the child, prepare, and perform activities that stimulate speech and language development
Selection of didactic principles for quality teaching in the first triad of primary school
Full text linkQuality of education is a common topic of reflection in modern society.
The implementation of a high-quality educational process requires a competent, qualified and efficient executor of the process. He needs to take care of his professional development by maintaining his professionalism and following novelties. In planning and leading lessons the teacher can help himself by following didactic principles, which he can consider consciously and wisely, which helps to improve the quality of the management of the educational process.
The researches point out the complexity of lessons and the teaching profession. The teacher has a significantly important role in planning and execution of the learning process. He needs to form an encouraging learning environment, which will allow students to develop lasting competences.
In the theoretical backgrounds of the master’s thesis, we defined the quality of lessons and highlighted the importance of the teacher’s role in raising quality of lessons. We defined the didactic principles as a didactic term, presented their main characteristics and open dilemmas, and made a summary of different classifications considering what classifications by different authors have in common and where they differ.
In the empirical part, we used a qualitative research and the descriptive method of pedagogical research. The research includes 10 classroom teachers, who teach in the 1. educational period at different primary schools and have different length of service. We performed semi-structured interviews with them. We found that teachers describe quality lessons as lessons, where students acquire the demanded knowledge, while they stress out the importance of motivation and activities of students. They try to develop quality lessons with careful planning. The main factors they consider in doing so are the curricula, age of students, individual peculiarities, prior knowledge and interest of students. Most frequently, in teaching, teachers consider the principle of student activity and the principle of clarity. At the same time, they attribute the most value to those two principles and the principle of structuredness and systematicity. Teachers use didactic principles spontaneously and do not write them into learning preparations. They do not have greater troubles with their use, but have the most trouble with the use of the didactic principle of rationality and economy. We found that the change of use of didactic principles during several years of teaching is mostly affected by experiences, evaluation of one’s own work and cooperation among teachers
Preschool teachers’ attitude towards art subjects in art techniques in kindergarten
Full text linkVarious motif have developed throughout history that are still known to us. They are described in the first part of my diploma and their history and development are also explained. Next, I focused on art motifs in pre-school. While designing art activities preschool teachers strive to offer a variety of activities to develop children’s art skills, fine motor skills, spatial awareness and design sense. Art activities give opportunity to express oneself using colours, shapes and materials. It is of utmost importance for teachers to choose motifs according to children’s development stage.
It is often the case that art motifs in pre-school art activities are repetitive, lacking in variety, too tried and tested.
In the empirical part of my work I therefore concentrated on the teachers’ attitude to art motifs and to the process of choosing them. I explored which art subjects are chosen most frequently and the reason why some motifs appear more often than others. The most commonly used are motifs related to the seasons, animals, still life, figure, portrait, landscape and fantasy. I was also interested in the way the subjects are connected to techniques. Teachers most often choose drawing, painting and sculpture regardless of the motif. The only exception is the interior which is usually associated to the spatial design technique. The least frequently used motifs are scary things and situations involving blood because they make children anxious. Religious subjects are also rarely chosen. The subjects that are used several times a year include figure, portrait, nature and seasons. The goal of reusing the same motif is to assess children’s progress but sometimes it is done just because children love it. Most teachers also design activities without a planned motif regardless of children’s age
Primary school teachers' attitudes to initial motivation in literature classes
Full text linkInterpretation of an artistic text is a central method of teaching literature. Slovenian public schools use a communication model of teaching, which consists of phases of school interpre-tations. The first of them is the introductory motivation, the purpose of which is to prepare students for literary experience and direct their scattered energy and attention. Introductory motivation can achieve its purpose only if the teacher implements it well and thus prepares for it properly. Preparation for the introductory motivation gives teachers a lot of freedom and room for creativity, therefore, we can choose our own type of introductory motivation for each literary work. The quality of the preparation for the introductory motivation does not only depend on the knowledge that the teachers have about the topic, but also on their attitude towards this learning phase. For this purpose, we studied teachers' attitudes towards introduc-tory motivation in literature lessons in the master's thesis. In the empirical part, the results we obtained with the help of a survey questionnaire are presented. They are a model represented by classroom teachers of Slovenian elementary schools who actively taught in the school year 2021/22. 106 classroom teachers completed the online questionnaire. Based on the obtained results, we found that the class teachers are, on average, well aware of the consequences form lack of learning motivation, as there was an average agreement with the statements that talk about the consequences of lack of learning motivation, rounded to the answer I don't even agree and I agree twice per answer. Classroom teachers on average know the role and purpose of introductory motivation very well, but still, less than a fifth claim they don't always exercise introductory motivation in their lessons, or at least very often. For the vast majority of teachers, the reason for non-implementation is not the opinion that they do not find the introductory motivation necessary, but that they do not have enough time to cover the goals of the curricu-lum in the lesson, so they don't have enough time for an in-depth preparation for the class or they are running out of ideas. Most teachers aim to prepare for the introductory motivation up to 5 or from 5 to 10% of complete preparation for the literature lesson and the introductory motivation during the lesson is performed for the first 5 or 10 minutes. With the help of the research results, we found that the linguistic type of introductory motivation is used more often than the non-linguistic. Experiential, representational, and verbal introductory motivation types are most often implemented. We checked the differences between groups with a different frequency of implementation of each type of introductory motivation by completing the t-test for independent samples. We found that within the linguistic type of introductory motivation, the experiential, verbal, and representational introductory motivation is on average most often implemented, the rarest are story and intertextual types of introductory motivation, although in the group with working experience of 36 to 42 years it stands out in those types of introductory motivation. Of the non-linguistic introductory motivation type, the most frequently represented is the one, which includes movement games, with the exception of the group with the highest years of working experience, where the most commonly performed introductory motivation is the one involving art creation. On average the group with the highest years of working experi-ence uses a non-linguistic introduction more often than the other types of introductory motiva-tion. We have prepared recommendations for the preparation and implementation of introduc-tory motivation in literature lessons
Use of mother tongue and foreign language in English lessons in preschool education
Full text linkThe use of mother tongue in foreign language teaching is still causing various dilemmas. Experts’ views about the use and disuse of mother tongue are divided. The problem is mostly that there are no concrete guidelines about of the amount of mother tongue in teaching, the circumstances in which to use it and the methods to use in teaching children. Because of the discordant views, several different methods of language teaching have been developed. Teachers are left to make a decision of a suitable method for them and children they are teaching on their own. They often decide on the appropriate method on the basis of different factors like prior knowledge of children, types of activities, their own beliefs …
In the theoretical part of the thesis, I described early foreign language teaching, I presented different methods and approaches, wrote about the use of mother tongue in foreign language teaching, and listed advantages and disadvantages about the use of mother tongue. In the final part I listed some guidelines that I gathered for the use of mother tongue in foreign language teaching and described some research results on this topic.
In the practical part of the thesis, I researched how much mother tongue is used in foreign language teaching in kindergarten, when teachers use mother tongue as well as the teachers’ points of views and opinions about the use of mother tongue in foreign language teaching. The practical part of the thesis is based on interviews and observations. The teachers who were part of the interviews and observations are teaching English in kindergartens. The research shows that the use of mother tongue represents about 0–20 % of lesson. Teachers use mother tongue in various cases, but most commonly to discipline and give instructions. The results show that participants support the use of mother tongue in foreign language teaching, but they believe that it should be used only when it is necessary. They are aware of the positive and negative aspects of mother tongue use
Students' knowledge, attitudes and dietary supplement use
Full text linkA healthy and balanced diet and a healthy lifestyle are essential for maintaining good health and the normal functioning of our bodies. They provide us with all the nutrients we need, however, many people are increasingly turning to dietary supplements to meet the recommended nutrient levels. Students are a population of people who are more vulnerable to deficiencies of certain nutrients due to their specific lifestyle (lots of sedentary time, poor eating habits, alcohol consumption, smoking and lack of sleep). This is why students are turning to dietary supplements even though they often lack the knowledge to take them. The aim of the master's thesis was to find out how well students in Slovenia know about dietary supplements, which dietary supplements they take, how often they take them and what their attitudes towards them are. We were interested in the reasons why students in Slovenia take dietary supplements, the differences between students in social and natural sciences, and how the COVID-19 epidemic has affected the use of dietary supplements among students. A quantitative research approach with a descriptive method was used. For the survey, a structured questionnaire was administered electronically. The survey sample consisted of 234 Slovenian students from different fields, levels and years of study. The results of the survey showed that 85% of students have taken dietary supplements so far. The most common supplements taken by students were vitamin D, vitamin C, vitamin B, protein, probiotics, magnesium and omega-3 fatty acids. We estimate that students were no more likely to take dietary supplements during the COVID-19 epidemic than before the epidemic. Students who took more dietary supplements during the COVID-19 epidemic than before the epidemic were most likely to take vitamin D, vitamin C, zinc, magnesium and omega-3 fatty acids. More than half of students are more familiar with dietary supplements, especially women and physically active students. Students have confidence in the safety of dietary supplements and believe that they should consult a doctor or pharmacist before taking dietary supplements. Students showed a lack of knowledge in the decisions they make about dietary supplements. The most common reason students give for taking dietary supplements is to boost their immune system or improve their health. Students in social sciences are more likely to take dietary supplements than students in natural sciences. Physically active students consume more supplements than less physically active students, in particular iron, calcium, zinc, selenium, potassium, iodine, protein and dietary fibre. According to the results of the survey, students should be made aware of the importance of taking dietary supplements and the importance of a balanced diet and healthy lifestyle for good health. It is important that students have adequate nutritional knowledge and are aware of when to take dietary supplements. Key words: students, dietary supplements, knowledge, attitude, consumption, COVID-19
Intergrating national cultural heritage in art eduaction in schools abroad
Full text linkNational cultural heritage is an important part of every nationality. It needs to be nurtured and preserved, so that it can be passed on and enrich the lives of posterity. It is almost a matter of course how we get to know a national culture, how we perceive it and also how we preserve it when we live within the territory where it was born. What is less well known is how heritage is integrated into the lives of groups and individuals beyond national borders. Public institutions, such as educational institutions, make a significant contribution to the preservation of national cultural heritage by integrating cultural heritage into various activities, both inside and outside the classroom, e. g. through various projects, workshops, involvement and cooperation of other educational institutions, etc. , thus helping to disseminate knowledge and educate students about Slovenian national cultural heritage. Often, themes to raise awareness of the importance of cultural heritage are taught in art lessons. It was the integration of art activities and the strengthening of the meaning of cultural heritage for each individual that inspired me to do my own research on how cultural heritage content and art activities are integrated in art lessons in an educational institution. However, since I am already familiar with the concept of integrating cultural heritage and art activities in schools on Slovenian territory, and I already have experience, I decided to explore these contents outside the school environment of the Republic of Slovenia. I observed art lessons and the integration of Slovenian cultural heritage at a school abroad in Austria. In the classroom, I prioritised the observation of the art lessons and noted the similarities and differences with the problem-based approach (which approach we have in Slovenia), the cooperation between the teacher and the students, the integration of the Slovenian national cultural heritage in the process of giving specifics about the art concepts, as well as the relationships between the students and how they function in the classroom. In the empirical part, in addition to observation, I also conducted three interviews to gain deeper insight and understanding of the learning process in foreign institutions. Thus, I interviewed a student, an art teacher and the head of the school in order to diversify the answers and the different experiences according to the role these individuals play in the institution.
My thesis will present the ways, specificities and guidelines that guide the teaching of visual arts in a foreign school in Austria. I will present the ways in which institutions abroad work, how they integrate cultural heritage into the school and how they contribute to students' learning